ILMIY VA PROFESSIONAL TA’LIM JARAYONIDA MULOQOT, FAN VA MADANIYATLAR
INTEGRATSIYASI
416
Samarkand State Institute of Foreign Languages
TEACHING GRAMMAR THROUGH GAMES
Banu Açıkgöz
English teacher of Başkent University, Ayşeabla College
Abstract
: The primary aim of this article is to explore the effectiveness of using games in
teaching grammar to young learners. There has been a movement away from the traditional
methods of teaching English grammar through writing, rewriting and worksheets to using a more
active approach through games.
Key words
: traditional methods of teaching, student – oriented, games, communicate,
motivation, cooperation and competition.
Researchers have also begun to look at how and why these new methods work.
Additionally, games have the advantage of allowing the students to “practice and internalise
vocabulary, grammar and structures extensively”. They can do this because students are often
more motivated to play games than they are to do desk work. Plus, during the game, the students
are focused on the activity and end up absorbing the language subconsciously. One can also add
that fun learning games usually contain repetition, which allows the language to stick.
Games increase learners’ proficiency in practicing grammar communicatively. With the
help of grammar games, students can develop their ability in using language as they are given a
chance to use language in the situations which have a purpose.
While games are motivating for the students, probably the best reason, according to
scientists to use games is that “the use of such activities both increases the cooperation and
competition in the classroom.” One can use games to add excitement through competition or
games which create bonding among students and teacher. Learning a language requires constant
effort and that can be tiring. Games that are amusing and challenging are highly motivating.
Games allow meaningful use of the language in context. Children are more motivated to learn
grammar with games.
The theory of intrinsic motivation also gives some insight as to why teaching grammar
through games actually works. Intrinsic motivation refers to the internal factors that encourage
us to do something. Most young learners will not internally decide that they want to learn
grammar. They do not yet understand the concepts of why it is important to know proper
grammar, so these external factors will not affect them much either. Instead, intrinsic motivation
can lead encourage them to play games. If these games are good then they will be learning while
they are playing.
Teachers should be careful about choosing games if they want to make them
advantageous. First of all, the teacher should decide on the purpose of a game. A game may
seem appropriate and useful.Considering the level of the game is equally important while
choosing games. Teachers must
It is important to decide whether the level of the game fits students’ language level
because a game may become difficult when it is beyond the learners’ level or it may become
boring when learners find it too easy to carry on. When a game’s value in grammar teaching is
considered, teachers tend to use them for practice or to reinforce a specific grammatical aspect
of language only if a game is suitable for learners’ level so that the grammatical knowledge can
be used easily as they are playing the game.In addition to all these, there are many other factors
such as the size and the physical properties of the classroom, the equipment, materials and the
time available for a game.
Using some movement is crucial because movement helps activate the students’ mental
capacities and stimulate neural networks, thus promoting learning and retention. If you have a
large class with no space you still have options. Children can stand up, sit down, move various
div parts and pass things around to each other. Movement does not only mean children tearing
around the playground. Have a clear linguistic outcome for each game. The game can be a
ILMIY VA PROFESSIONAL TA’LIM JARAYONIDA MULOQOT, FAN VA MADANIYATLAR
INTEGRATSIYASI
417
Samarkand State Institute of Foreign Languages
listening game to allow the students to repeatedly hear a new grammatical structure in use, or it
can be a speaking game to allow practise of the grammar once it has been absorbed through
listening beforehand.
There are degrees of difficulty with speaking games from basic repetition in a fun context
to more creative sentence creation for revision or more advanced practise once the basics have
been mastered.The teacher should lead the children through this progression so that the game at
hand is always well within the grasp of the students. This makes games fun rather than laborious.
It is a mistake to play a speaking game immediately after the new grammar has been presented.
Ideally reading, spelling and writing games come after the new grammar has been absorbed and
the students can use it orally. Another thing to watch out for with grammar games is that a
maximum of students are involved simultaneously. If you have thirty children you want to avoid
a game where only one child is speaking at a time. What are the other twenty-nine children
supposed to do in the meantime other than get bored? On the other end of the scale however are
games that cause chaos in class and make teachers unpopular with colleagues because of high
noise levels.
To sum up, games have a great pedagogical value providing language teachers with many
advantages when they are used in foreign language classes. The review of the studies related to
language games indicates that games are crucially important in foreign language teaching and
learning in a variety of areas. The major areas mentioned in the literature are using games in
teaching grammar to young learners, factors to consider while choosing games , deciding which
game to use , deciding the time to use games, class organization, teacher’s preparation; learner
participation, and the effectiveness of using games in teaching grammar to young learners.
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